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This study aims to analyse the social conflicts that occur in the learning process in inclusive schools and the role of school management in realising equal education for all students. The design of this study uses a qualitative approach with an analysis unit in inclusive schools that integrates students with various social, cultural, and special needs backgrounds. Data sources were obtained from interviews with principals, teachers, and students, as well as observations in classrooms and school activities. Data collection techniques include in-depth interviews, direct observation, and analysis of related policy documents. Data analysis was carried out with a thematic analysis approach to identify the main themes related to the causes of social conflict, their impact on learning, and strategies implemented by school management to overcome these tensions. Research findings show that social conflicts in inclusive schools are more often triggered by social and cultural differences, as well as a lack of understanding of diversity. The contribution of this research is to provide insight into the importance of school management that is responsive to social conflict to create an inclusive learning environment and support equal education for all students.